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about the implications of CLIL programmes on learners, and (v) final remarks. In general, little differences have been shown among the respondents’ answers, as results suggest that participants feel ready to teach in CLIL programmes and that they are pretty sure of the virtues of CLIL and the benefits it implies for L2 development, especially when it comes to lexical competence.
Palabras clave: CLIL; primary education; qualitative analysis, teachers’ beliefs Referencias
Alejo González, R., & Piquer Píriz, A. (2010). CLIL teacher training in Extremadura. A needs analysis perspective. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain. Implementation, Results and Teacher Training. (pp. 219–242). Cambridge Scholars Publishing.
Brady, I. K., & García-Pinar, A. (2019). Bilingual education in the region of Murcia: A qualitative study on teachers’ views. ELIA: Estudios de Lingüística Inglesa Aplicada, Mon I, 179–206.
Ortega-Martín, J. L., Hughes, S. P., & Madrid, D. (Eds.). (2019). Influencia de la política educativa de centro en la enseñanza bilingüe en España. MINISTERIO DE EDUCACIÓN CULTURA Y DEPORTE: SECRETARÍA GENERAL TÉCNICA.
Pena Díaz, C., & Porto Requejo, M. D. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum, 10, 151–161.
Pérez Cañado, M. L. (2021). CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts. In C. Hemmi & D. L. Banegas (Eds.), International Perspectives on CLIL.
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